Entrepreneurship education is at a critical turning point, with emerging technologies reshaping how entrepreneurship is taught, learned, and practiced globally (Sitaridis & Kitsios, 2023; Zhang, 2021). For this special issue, emerging technologies are understood as disruptive digital innovations, including AI, big data analytics, blockchain, and immersive platforms such as virtual and augmented reality—that are transforming both entrepreneurial practice and education (Si et al., 2022). Entrepreneurs now identify opportunities through big data, prototype with AI and digital tools, access financing via blockchain-enabled solutions, and scale ventures through global digital platforms (Chalmers et al., 2019). These developments demand that entrepreneurship education keeps pace with the changing nature of entrepreneurship itself.
Emerging technologies create unprecedented opportunities to revolutionize pedagogy. Tools such as online simulations, virtual incubators, and gamified platforms provide passive knowledge acquisition to students toward active skill development, cultivating creativity, adaptability, and problem-solving (Sitaridis & Kitsios, 2023; Zhang, 2021). Neck et al. (2014) describe this as a “portfolio of practices”—play, empathy, creation, experimentation, and reflection—that aligns closely with learner-centered teaching methods.
Despite these advances, many entrepreneurship programs remain rooted in traditional, Western-centric models that prioritize information delivery over experiential learning (Aboobaker, 2023; Pittaway & Cope, 2007). There is therefore a pressing need to move beyond taken-for-granted assumptions and critically evaluate how teaching models, learning environments, and student experiences align—or fail to align—with the realities of emerging technologies (Sitaridis & Kitsios, 2024; von Graevenitz et al., 2010).
While these global changes affect all contexts, their implications are magnified in emerging economies, where technological innovation provides opportunities to overcome traditional educational barriers and accelerate economic growth (Fayolle, 2013). In settings where physical infrastructure, financial resources, and expert networks are often limited, emerging technologies offer access to entrepreneurship education where resources are limited. Digital coaching, virtual incubation, and scalable online learning extend access to entrepreneurial competencies that might otherwise remain out of reach (Somìa, 2025). Generative AI and related tools may further compensate for shortages of mentoring or market intelligence, offering low-cost, scalable pathways for inclusion (Bell and Bell, 2023). The COVID-19 pandemic accelerated the global adoption of digital learning tools, opening new opportunities to rethink how entrepreneurship education is delivered in emerging economies (Dhahri and Omri, 2021). What we need now are digital leadership skills (Rahman, 2025) and other essential skills (Dana, 1987) to enable entrepreneurs to achieve social sustainability (Mohan et al., 2025).
This special issue invites research that delves into the practical and institutional dimensions of integrating emerging technologies into entrepreneurship education. We seek to understand how these technologies can be leveraged to create more effective and accessible learning experiences, and how educational institutions can build the capacity to support this transformation.
List of Topic Areas
- Emerging Technologies in Entrepreneurship Education
- This theme explores the application of emerging technologies to innovate teaching methods and enhance learning outcomes in entrepreneurship education. We are particularly interested in empirical studies and case studies that demonstrate the use of technologies such as AI, virtual and augmented reality (VR/AR), blockchain, and the Internet of Things (IoT) in educational settings. Potential research questions include:
- How are specific emerging technologies (e.g., mobile platforms, AI-based tools) currently being used to reshape entrepreneurship teaching methods in emerging economies?
- What are the most effective strategies for integrating a specific technology (e.g., AI or VR) into entrepreneurship education curricula in resource-limited settings?
- How can mobile-first education platforms address infrastructure limitations and enhance accessibility in resource-constrained environments?
- What role do gamification and simulation technologies play in developing entrepreneurial competencies and mindsets?
- In what ways do specific digital tools (e.g., simulations or mobile apps) impact student engagement and learning outcomes in entrepreneurship courses compared to traditional methods?
- Research in this area should contribute to our understanding of how emerging technologies can enhance/facilitate traditional pedagogical approaches, create new learning experiences, and improve educational outcomes. We welcome studies that examine the cognitive, behavioral, and attitudinal impacts of emerging technology in entrepreneurship education. Also, studies that explore the mechanisms through which these technologies influence entrepreneurial intention, self-efficacy, and business creation.
- Institutional Integration and Capacity Building
- This theme focuses on the institutional factors that enable or hinder the adoption of emerging technologies in entrepreneurship education. We invite research that examines the organizational, financial, and cultural challenges and opportunities that universities and other higher education institutions face when implementing these technologies. Potential research questions include:
- Which organizational capabilities and resources enable universities in emerging economies to effectively integrate emerging technologies into entrepreneurship education?
- To what extent do leadership, faculty preparedness, and organizational culture influence the adoption of digital tools in entrepreneurship education?
- What models of university-industry collaboration models effectively support the adoption of emerging technologies in entrepreneurship education within emerging economies?
- What strategies can universities employ to develop and sustain digital infrastructure that supports entrepreneurship education?
- What role do government policies and regulatory frameworks play in facilitating or hindering technology adoption in entrepreneurship education?
- We invite submissions that explore the organizational, financial, and cultural challenges universities face when implementing emerging technology in entrepreneurship education.
- Research examining the role of university leadership, faculty readiness, infrastructure requirements, and partnership strategies will be particularly valuable. Also, studies that compare different institutional approaches or examine the effectiveness of various implementation models are strongly encouraged. Moreover, we invite research that explores how universities in emerging economies are utilizing technology to create entrepreneurial ecosystems that extend beyond the traditional classroom boundaries.
- Curriculum Design and Assessment Innovation
- This theme addresses the need for innovative curriculum design and assessment methodologies that are aligned with the realities of a technology-driven entrepreneurial world. We encourage submissions that explore how to redesign curricula and assessment methods to equip students with the skills and mindsets needed for the future. Potential research questions include:
- What are the most effective methods for assessing entrepreneurial competencies in learning environments that integrate emerging technologies?
- How can educational institutions address the challenges posed by generative AI and automated tools in student assessment and evaluation?
- What metrics and indicators best capture the impact of emerging technologies on student learning outcomes and entrepreneurial business creation?
- What methods can be used to conduct longitudinal studies that track the long-term effects of emerging technologies on career development and business success?
- What are the most appropriate approaches for evaluating the cost-effectiveness and return on investment of emerging technologies in entrepreneurship education programs?
- We welcome submissions that examine how entrepreneurship curricula can be effectively redesigned to integrate emerging technologies while maintaining pedagogical rigour and cultural relevance. Research that explores curriculum design, interdisciplinary approaches, and the integration of technical and business skills will be particularly valuable. Also, we seek research that develops and validates new assessment methods that are suitable for digital learning environments. This could include approaches that address the use of generative AI and/or other automated tools. Furthermore, we invite research that explores strategies for training educators to effectively integrate emerging technologies into their teaching. This could include professional development models, mentoring approaches, and institutional support systems.
- Methodological Approaches
- This special issue welcomes diverse methodological approaches that can provide robust evidence on the complex relationships between entrepreneurship education, emerging technologies, and emerging economies. Submissions may include empirical studies, conceptual papers, theoretical frameworks, case studies, and policy analyses.
- Methodologically, we are open to qualitative, quantitative, mixed-methods, experimental, longitudinal, and comparative approaches. Innovative methods such as learning analytics, digital ethnography, simulation-based research, or network analysis are also encouraged, particularly when adapted to resource-constrained or culturally diverse contexts.
Submission Information
Submissions are made using ScholarOne Manuscripts. Registration and access are available here:
Author guidelines must be strictly followed. Please see:
Authors should select (from the drop-down menu) the special issue title at the appropriate step in the submission process, i.e. in response to “Please select the issue you are submitting to”.
Submitted articles must not have been previously published, nor should they be under consideration for publication anywhere else, while under review for this journal.
Journal Information: Scopus Journal Q1, H-Index 41
Key Dates
Opening date for manuscript submissions: 1 April 2026
Closing date for manuscript submissions: 30 September 2026
For more details refer here
